UC Santa Barbara

Peers, as influential social agents in students’ academic functioning, play a crucial role in one’s academic life. Chinese international graduate students (CIGs), as a special cohort growing up under the one-child policy without the companion of siblings, are particularly impacted by peer dynamics. As CIGs encounter the dual challenge of high-pressure learning environment in China and the adjustment to diverse educational contexts in foreign lands, comprehending the intricate mechanisms through which peer shape their academic motivation becomes imperative. Employing a multiple-cases study approach, this study delved into the distinct dynamics of peer influence on CIGs within the U.S. higher education system, elucidating the multifaceted aspects of their motivation to excel academically. Through a comprehensive analysis of six in-depth interviews, this study has elucidated that within the parameters of One-Child Policy framework, CIGs, characterized by a high sense of academic self-efficacy, demonstrate a preference for limited and balanced peer interactions with co-national peers, local students, and other international peers, with Chinese peers fostering deep bonds and interactions with host and international peers remaining academically oriented. The diverse interactions have varying effects on CIGs’ academic motivation, leading to both positive and negative outcomes. Moreover, the influence of personality traits in shaping peer interactions underscores their dynamic nature.